ACA Distance Educator's ToolKit
Introduction
The buzz-phrase "Distance Education" has been thrown around considerably as of late, to the point that it has become closely associated with extended campus programs, off-campus courses, nontraditional student programs, or any faculty to student communication at a distance. In contrast, our discussions here will focus on the most accessible forms of distance education— those based on the world wide web. The promise of distance education is that of a learning environment which can be accessed by a student anytime, anywhere, as opposed to the rigid limitations imposed by scheduled meetings at specific geographic locations. We will not be looking at extended campus models such as point to point videoconferencing using smart classrooms. Smart classrooms, while at a distance from one another, still require a student to attend a class at an inflexible specified location and time.
This toolkit will include a proven methodology for quality distance education via the world wide web. There are many different ways to conduct distance courses, so this guide is not intended to be definitive. However, if you have limited experience with distance education, then it is best that you deploy a proven model before creatively venturing into untested methods. The model presented is flexible enough to be used within all disciplines, using either custom web pages, or working within a course management system such as WebCT Vista or Blackboard.
This toolkit will advocate striking a balance between humanism and technology.
Low in Humanism
Low in Technology
- In-class Lecture
- In-class Fill in the Blank Test
High in Humanism
Low in Technology
- Peer Critique Writing Workshop
- Essay
Low in Humanism
High in Technology
- Streaming Lecture
- Programmed Feedback Instruction
High in Humanism
High in Technology
- Discussion Web
- Authentic Task
Research AssignmentExpected Development Time
Most individuals underestimate the time necessary to develop a quality distance learning environment. The following algorithm will give you an idea of the basic minimum time commitments necessary. You can see that sharing the development with collaborators is typically a good idea given the necessary time expenditures required. Keep in mind that for a three credit course, you should create materials that keep a learner engaged for up to 45 hours in addition to their assigned reading.
Calculate: For every week throughout a traditional semester (typically 15) add 20 minutes for creating advance organizers. (5 hours).
Calculate: For every week throughout a traditional semester (typically 15) add 30 minutes for electronic discussion forum development. (7.5 hours).
Calculate: For every week throughout a traditional semester (typically 15) add 180 minutes for streaming presentation recording and editing. (45 hours).
Calculate: For every week throughout a traditional semester (typically 15) add 30 minutes for electronic quiz development. (7.5 hours).
Calculate: For every week throughout a traditional semester (typically 15) add 60 minutes for the creation of authentic task assignments and related resources. (15 hours).
5.0+7.5+45.0+7.5+15= 80 hours minimum.
Two weeks of full time work! This does not include a final summative assessment such as a paper or exam.This may seem like a tremendous amount of time until you compare it to a traditional course you may teach. Do consider that you probably spend at least 45 hours in class time for a three contact hour class over the course of a semester, and possibly 35 additional hours in your office helping students who missed class, review sessions, lecture prep time, and grading and recording quizzes manually.
In the corporate world of courseware development, a project team would consist of an experienced Software Project Manager, an Instructional Technologist, a few Subject Matter Experts, and several Multimedia Developers. In the academic world of courseware development, faculty are typically required to wear several of these hats to the best of their ability. It might still be a good idea for a distance learning production team to involve an instructional technologist and some multimedia developers if the opportunity afforded itself. However, it is not uncommon for faculty to take on all the mentioned roles due to an unavailability of resource personnel.
If you and some of your colleagues are ready to make at least the minimum time commitment, then please proceed to the next section: Advance Organizers.